Physics
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20918809e&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #188.09; Bulletin of the American Astronomical Society,
Physics
Scientific paper
Physics instructors’ goals often go beyond improving students’ conceptual understanding and problem solving. Instructors also want students to engage in inquiry, become scientific/critical thinkers, understand the scientific process, and so on. We see two problems with these “non-content” goals. First, notions such as inquiry and scientific thinking are often defined vaguely or inconsistently across the literature. Second, even when like-minded instructors share a vision of what we’d love to see our students do, descriptions of that vision are often too squishy to communicate, debate, or assess: “We know it when we see it!” In this talk and poster, we address these problems by introducing sensemaking vs. answermaking, two mindsets with which students can approach physics. Our definitions of those notions benefit from a theoretical base, and our coding scheme for sensemaking vs. answermaking displays high interrater reliability and rests upon a list of specific indicators.
Bing T.
Elby Andrew
Scherr Rachel
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